Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Martí, Otilia; Portolés, Laura

doi:10.5539/elt.v12n2p17

Cited by 13 publications

(10 citation statements)

References 52 publications

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“…Secondly, linguistic skills and progress in those skills are an area of principal concern for students in bilingual teaching programmes (Madrid & Julius, 2020) and in general for the future of EMI programmes (Pérez-Cañado, 2020;Lasagabaster, 2019). The results here showed that students seemed to feel positively about their own skills and progress in English in the program, and hold extraordinary expectations for the degree and for their own future linguistic progress, which echoes previous research on pre-service students' focus on linguistic gains as motivation to study (Martí & Portolés, 2019). In fact, students expected their level of English to increase considerably by the end of the degree, and close to 50% of respondents expected to finish the degree at the highest level of language proficiency, CEFR C2 (Proficient).…”

Section: Discussionsupporting

confidence: 85%

“…Since they are both students and pre-service teachers at the same time, we will use both terms throughout this paper. A key area in need of continuing research for pre-service teachers is that of stakeholder perceptions, an understudied field (Martí & Portolés, 2019). This is particularly important when considering the weight of the future work of these pre-service teachers as bilingual programmes continue to trend upward and higher education looks to accommodate this need.…”

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confidence: 99%

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Teaching Students, Creating Teachers: Focusing on Future Language Teachers and their Education for Bilingual Classrooms

Delicado-Puerto¹,

Burns²

2022

TESL-EJ

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How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first year of an EMI (English as a Medium of Instruction) teacher training model at the University of Extremadura in Spain. The goal of this programme is to offer instruction for education majors in a four-year, bilingual Bachelor’s in Primary Education (BA) programme where 50% of curricular subjects are taught in students’ native Spanish, and 50% in English. The data collected in this study revealed that first-year students in the bilingual programme have higher university admission scores than average, as well as high expectations for their linguistic progress in the programme. They are also quite motivated and indicate that the cooperative model of the programme positively impacted the experience of their first year and was a hallmark of their satisfaction overall. The positive results of the study offer insight not only onto analogous contexts in Spain but also to other countries where EMI or bilingual education is of interest.

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Section: Discussionsupporting

confidence: 85%

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confidence: 99%

Teaching Students, Creating Teachers: Focusing on Future Language Teachers and their Education for Bilingual Classrooms

Delicado-Puerto¹,

Burns²

2022

TESL-EJ

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“…Moving to pre-service teachers, similar findings have been made (Fischer & Lahmann, 2020;Martí & Portolés, 2019;Portolés & Martí, 2020;Schroedler & Fischer, 2020). In the Valencian region, the study conducted by Martí and Portolés (2019) explored 110 prospective teachers' beliefs about Content and Language Integrated Learning (CLIL) in multilingual settings. Participants' opposing views on the use of multiple languages in the CLIL classroom were noted.…”

Section: Predictors Of Teachers' Beliefssupporting

confidence: 58%

“…; Martí, O., & Portolés, L. (2019). Spokes in the wheels of CLIL for multilingualism or how monolingual ideologies limit teacher training.…”

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confidence: 99%

The effect of individual factors on L3 teachers’ beliefs about multilingual education

Martí

Falomir

2021

Language, Culture and Curriculum

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The reference "Fischer & Ehmke, 2019" is cited in the text but is not listed in the references list. Please either delete the in-text citation or provide full reference details following journal style. Q11The disclosure statement has been inserted. Please correct if this is inaccurate. Q12Please provide missing DOI, if available, for the "Calafato, 2020" references list entry. Q13Please provide missing issue number for reference "Cenoz and Santos, 2020" references list entry. Q14Please provide missing DOI, if available, and page range for reference "Cenoz and Santos, 2020" references list entry. Q15Please provide missing page range for reference "Gorter and Arocena, 2020" references list entry. Q16Please provide missing volume number and issue number for reference "Haim et al., 2020" references list entry. Q17Please provide missing DOI, if available, and page range for reference "Haim et al., 2020" references list entry. Q18Please provide missing volume number and issue number for reference "Knudsen et al., 2020" references list entry. Q19Please provide missing DOI, if available, and page range for reference "Knudsen et al., 2020" references list entry. Q20Please provide missing volume number and issue number for reference "Schroedler and Fischer, 2020" references list entry. Q21Please provide missing DOI, if available, and page range for reference "Schroedler and Fischer, 2020" references list entry. Q22Please provide missing volume number and issue number for reference "Villabona and Cenoz, 2021" references list entry.

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“…Based on the viewpoints of Nightingale & Safont [10], Portoles & Marti [11], Reisner [12], etc., we come to the conclusion that a polylingual personality is not just an individual with different sets of speech communication capabilities. Furthermore, it is a culture-historical persona possessing national heritage and social value, willing to apply accumulated nation-specific linguistic and cultural knowledge of one's own country and the target-language country in the professional activity, displaying interpersonal skills, empathy, and tolerance as professionally important attributes [11].…”

Section: Introductionmentioning

confidence: 99%

Foreign languages training features in digital environment of non-linguistic universities

et al. 2021

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The research is devoted to identifying the features of foreign languages training of non-linguistic universities students in the digital environment. The analysis of theory and practice on the research problem allows us to highlight a number of features that affect the formation of foreign language competence of non-linguistic universities students in the foreign languages training. It is worth including among them: updating the multicultural component of foreign languages training in a non-linguistic university; implementation of purposeful work on extracurricular preparation of students for the digital tools using; an electronic information and educational environment creation. The authors emphasize the importance of the multicultural component in foreign languages training, as it contributes to the development of the potential abilities of the students’ linguistic personality. Considering the second feature, the authors especially note that the use of digital tools provides great opportunities for the implementation of a method that most fully reflects the two main principles of the communicative approach to foreign languages training: motivation for learning and personal interest. Students are willingly involved in cognitive activities. The authors associate the third feature with the ability of students to work independently, since it is the independence that makes it possible to successfully adapt to work associated with rapidly changing technologies. This skill is especially important in correspondence or distance learning, when the student’s communication with the teacher is irregular. The presented features, according to the authors, make it possible to change the motivational attitude towards educational and future professional activities.

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Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Cited by 13 publications

References 52 publications

Teaching Students, Creating Teachers: Focusing on Future Language Teachers and their Education for Bilingual Classrooms

Teaching Students, Creating Teachers: Focusing on Future Language Teachers and their Education for Bilingual Classrooms

The effect of individual factors on L3 teachers’ beliefs about multilingual education

Foreign languages training features in digital environment of non-linguistic universities

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